Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment

Abstract

This article reflects on how the first author has adapted aspects of the TEACCH structured teaching approach — developed for use with students with autism — in her work with students with multiple disabilities and visual impairment (MDVI) in a special secondary school for students with severe learning difficulties in England. A brief overview of the TEACCH approach and its distinctive components (physical structure, schedules, work systems and visual structure) is presented; and the reasons why and the ways in which aspects of structured teaching have been adapted and used with regard to three students (at different points on the MDVI ‘spectrum’) are described. The article identifies the impact on the students and on the first author’s teaching of using this approach during the past three years, together with the limitations and problems encountered. The article is written from the first author’s perspective throughout.

Autism assessment in children with optic nerve hypoplasia and other vision impairments

“…It is essential to identify and validate autism diagnostic tools so that clinicians can accurately diagnose autism in children with vision impairment and initiate appropriate interventions. Research to test typical autism interventions in children with vision impairment is minimal, consisting entirely of small case series; better consensus about appropriate methods of diagnosis of autism in this population will aid in the design of more rigorous intervention studies.…”

The Development and Feasibility Study of a Multimodal ‘Talking Wall’ to Facilitate the Voice of Young People with Autism and Complex Needs: A Case Study in a Specialist Residential School

“…The TEACCH approach (Mesibov et al 2004 ), which was followed at Prior’s Court, encourages the use of visual schedules and/or transition objects to minimise the stress of transitions and provide the young people with the information about what they are doing, where and when. Previous research (Taylor and Preece 2010 ) has adapted some aspects of this approach to include objects, music and voice presented as transition symbols, and success was evidenced. In the same way, innovative solutions such as using an instant camera photograph aimed to keep the event ‘current’ and acted, in some way, as a transition ‘object’.…”

5 Tips for Creating Independent Activities Aligned with the Common Core State Standards

“…The NPDC on ASD (2010) has identified structured work systems as an established evidence-based practice for students with autism, both high and low functioning. Structured work systems have also been shown to be effective with students with developmental disabilities (Bennett et al, 2011) and multiple disabilities and visual impairments (Taylor & Preece, 2010). Carnahan, Hume, Clarke, and Borders (2009) and Hume and Carnahan (2008) have addressed how to set up work systems for those who are unfamiliar with the process.…”